Dushyanthen Sathana, Perrier Meg, Chapman Wendy, Layton Meredith, Lyons Kayley
Centre for Digital Transformation of Health, Faculty of Medicine, Dentistry and Health Sciences University of Melbourne Carlton Victoria Australia.
Learn Health Syst. 2022 Sep 3;6(4):e10340. doi: 10.1002/lrh2.10340. eCollection 2022 Oct.
To address Australian workforce needs, we developed a Learning Healthcare System (LHS) Academy fellowship program for clinicians. In the Academy, fellows complete foundational coursework, an LHS project, and other professional development deliverables to foster their future as digital health champions within their organizations. In this paper, we describe the 11-month-long program, as well as our evaluation results from the first 2 months of the program.
In the first week of the program, we sent all fellows an open-ended survey asking fellows to describe their digital health professional identities and what they expected to achieve from the fellowship program. At 2 months, we sent a follow-up open-ended survey that captured identical measures, their perceived barriers to participation in the program, perceived use of topics in the workplace and to their projects, and recommendations for program improvement. We analyzed the open text responses using qualitative content analysis, to identify categories of responses.
Overall, 2 months into the program, it was evident that participants were finding the teaching model engaging, useful, valuable, and applicable to their work and projects. Fellows perceived barriers to engagement in the program as balancing other commitments, lacking technical expertise, and having difficulty seeing themselves as leaders. Fellows expected that the program will allow them to implement new models of care, provide them with enough expertise to become leaders and champions in digital health, and become mentors for future generations. As far as changes in their professional identity, there was a notable increase in the number of fellows perceiving themselves as leaders.
Fellowship programs are one promising means of developing the healthcare workforce in LHS capabilities. Future studies should describe and evaluate LHS programs, to provide insights and recommendations for other educators interested in implementing similar programs of work within their own institutions.
为满足澳大利亚劳动力市场的需求，我们为临床医生开发了一个学习型医疗系统（LHS）学院奖学金项目。在该学院，学员们要完成基础课程、一个LHS项目以及其他专业发展任务，以助力他们在各自组织中成为数字健康领域的领军人物。在本文中，我们描述了这个为期11个月的项目，以及该项目前两个月的评估结果。
在项目的第一周，我们向所有学员发送了一份开放式调查问卷，要求学员描述他们的数字健康职业身份以及他们期望从奖学金项目中获得什么。在两个月时，我们发送了一份后续开放式调查问卷，该问卷涵盖相同的指标，包括他们参与项目所感知到的障碍、在工作场所和项目中对主题的感知应用情况，以及对项目改进的建议。我们使用定性内容分析法分析了开放式文本回复，以确定回复类别。
总体而言，在项目进行到两个月时，很明显参与者认为教学模式引人入胜、实用、有价值且适用于他们的工作和项目。学员们认为参与项目的障碍包括平衡其他事务、缺乏技术专长以及难以将自己视为领导者。学员们期望该项目能让他们实施新的护理模式，为他们提供足够的专业知识以成为数字健康领域的领导者和领军人物，并成为下一代的导师。就他们职业身份的变化而言，将自己视为领导者的学员数量有显著增加。
奖学金项目是培养医疗保健劳动力LHS能力的一种有前景的方式。未来的研究应该描述和评估LHS项目，为其他有兴趣在自己机构内实施类似工作计划的教育工作者提供见解和建议。
